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ERIC Number: EJ858451
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0278-3193
Gifted Black Males: Understanding and Decreasing Barriers to Achievement and Identity
Whiting, Gilman
Roeper Review, v31 n4 p224-233 2009
Black males as a group experience disproportionate amounts of school failure. Compared to Black females and White males, for example, Black males have the highest dropout rates, poorest achievement, and lowest test scores. Further, they are sorely under-represented in gifted education and over-represented in special education. Of those Black males who do succeed in school settings, certain characteristics seem to be evident. In this article, I share these characteristics in what I am calling a "scholar identity" model. First, however, I discuss achievement barriers that many gifted Black males seem to face. The article ends with some recommendations for educators as they work to improve the educational status of Black males identified as gifted. (Contains 2 figures and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A